A Latent Profile Analysis of Career Competence in German Vocational Schools

Abstract

Vocational schools are the backbone of Germany's dual training system and it is expected that students in such schools have successfully mastered their first career-related decision. However, previous research suggests that attending a vocational school is often based more on practical considerations than on an informed careerdecision making process. Therefore, questions arise about the state of vocational students' career competences and how to support their development on an individual basis. This study aims to shed light on the developmental patterns of students' career competences at German vocational schools. Latent profile analysis of career competence was therefore conducted with data from vocational school students (N = 453). Data collection took place in 2017 in four vocational schools in North Rhine-Westphalia. The participants were on average 18.20 years old (SD = 1.65), and 48% of them were female. Using a standardized questionnaire, they self-assessed 12 facets of their career competences. The results showed 3 profile groups that followed a similar pattern regarding the 12 career competence facets. They mainly differed in their overall career competence level: low developed, intermediate and advanced. Furthermore, a fourth profile that diverged from the three other profiles in terms of career pattern was identified: highly concerned/little-stress-resistant. A multivariate analysis of variance revealed statistical differences among these profile groups in the 12 career competence facets. Multinomial logistic regressions showed significant effects from gender and concrete career aspirations on profile affiliation. Limitations of the study, practical implications, and issues for future research are discussed.

The associations of decent work with wellbeing and career capabilities: a meta-analysis

“…The concept of career competence is developed based on the competence approach, which highlights the achieved abilities and functioning of a person that are favorable to their career development, such as self-knowledge, occupational knowledge, planning and decision knowledge, etc. (Dreyfus and Dreyfus, 2005 ; Ohlemann and Driesel-Lange, 2019 ). Compared with career competence, the concept of career capabilities highlights the importance of creating an enabling environment by modifying the psychosocial resources and/or psychosocial constraints to support individuals with their lifelong career development.…”

Understanding Vocational School Students’ Work Readiness : The Synergistic Role of Fieldwork Practice and Self-Efficacy

“…Many vocational schools strive to align their curriculum with the dynamic needs of the industry, aiming to address the skills gap and improve graduates' employability (Nguyen et al, 2022), such as practice-based education models that combine school and business or industry (Ryan, 2001). Collaboration between school and industry represents a critical mass in the German education system as it forms the backbone of the dual training system (Ohlemann & Driesel-Lange, 2019). This system may not directly lead to better employment outcomes in Canada but supports skill acquisition over improved employment outcomes (Arney, 2022).…”